An Investigation into the Placement of Fifth Grade Students with Third Grade Students in a Peer-tutoring Environment
Average rating
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Star rating
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Author
Perry, Debra E.Date Published
2002-01-01
Metadata
Show full item recordAbstract
This study was designed to see if positive self-concept benefits could be gained in a peer tutoring setting by either or both the tutor and the tutee. The subjects consisted of 14, third and fifth grade students from a rural elementary school in Western New York. The students were given pre and post tests of the Piers-Harris Children's Self-Concept Scale to assess their overall self-concept. Students meet for ten weeks in their tutor/tutee pairs. Data were also collected from journal entries and interviews. The experimental study was analyzed using quantitative methods. Results from the t test indicated that there were no statistically significant mean score differences between pre and posttests of the self-concept scale. However, observations made through journal entries and interviews showed some gains in self-concept.